Online and Distance Education Commons^™

Quality Measurement Of Blended Learning Model In Higher Education: Scale Development And Validation, Rajeshwari Panigrahi, Khaliq Lubza Nihar, Neha Singh

Higher Learning Research Communications

Objective: This study aimed to develop and test a scale for measuring the quality of blended learning models in higher education.

Methods: This research adopts a sequential mixed-method approach to construct a new measurement scale. The first phase consisted of the inductive approach to identify the items, followed by exploratory factor analysis. The identified dimensions were tested for reliability and validity in the second phase.

Results: The Blended Learning Quality Assessment (BLQA) contains 4 dimensions: Technology Integration, Pedagogy and Curriculum, Physical Infrastructure, and Educator Proficiency. The scale is comprised of 26 items assessing the quality of blended learning programs in …

Relationships Between Pedagogical Practices And Affective States For Effective Teaching During The Covid-19 Pandemic: Insights From University Professors, Carola Bruna, Verónica Villarroel, Alejandro Sánchez, Joaquin Cortes, Pablo Castro-Carrasco, María Leonor Conejeros-Solar

Higher Learning Research Communications

Objectives: This study aimed to analyze how pedagogical practices and affective states during emergency remote teaching influence professors’ perspectives on their capabilities and the professor-student relationship.

Method: We used a nonexperimental quantitative design, collecting data through an online survey during the first year of the pandemic. Participants were recruited using a non-probability sampling method. A total of 636 university professors from Chilean universities participated. We performed descriptive and correlation analyses between variables. Also, to gain a deeper understanding of the factors influencing perceptions of the professors’ competence and the professor–student relationship, we conducted linear regression models.

Results: A higher perception …

Examining Technology Use And Competence Of Higher Education Academics During The Covid-19 Pandemic, Devrim Akgunduz, Aysegul Kinik Topalsan

Higher Learning Research Communications

Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic.

Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020–2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies.

Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that …

The Experience Of Multilingual Doctoral Students Related To Academic Success: A Descriptive Qualitative Study, Deborah Lewis, Amy Bakke, Amber Cook, Julie James, Carol Griffiths

Journal of Educational Research and Practice

When multilingual students face the challenge of writing a doctoral capstone or dissertation, delays in academic progress may occur. The aim of this study was to identify writing challenges multilingual doctoral students face and provide recommendations regarding learner-centered resources to support timely academic success, as literature regarding multilingual students and language diversity in the doctoral environment is limited. A qualitative descriptive design was used for this study, and six multilingual DNP and PhD alumni participated. Data were collected using semi-structured audio interviews and analyzed using iterative content analysis. The findings support the need for community and culture to support language …

The Increasing Role Of Technology In Teaching And Learning Activities In Higher Education, Gary J. Burkholder, Erwin Krauskopf

Higher Learning Research Communications

We are pleased to publish the second regular issue (Volume 13, Issue 2) of Higher Learning Research Communications (HLRC) for 2023. If there is a common theme that emerged from the COVID-19 pandemic, it is the increased role that technology did and will continue to play in teaching and learning activities in tertiary education. The range of articles reflects the interest in digital teaching and learning and includes the use of scaffolded simulations, the influence of immersive virtual reality in the classroom, and gamification. In addition, guidelines around instant messaging are proposed that should continue the conversation around the ethical …

Guidelines For Sustainable Use Of Mobile Instant Messaging Apps In Higher Education: A South African Case Study, Bronwyn C. Swartz, Sweta Patnaik

Higher Learning Research Communications

Objective: The purpose of the study was to propose guidelines to facilitate the sustainable and successful use of mobile instant messaging apps for learning and teaching based on a review of the literature and perceptions of educators. Fraser’s model of redistribution, recognition, and representation served as the theoretical framework. This study provides a mechanism for the development of a socially just and inclusive online classroom environment.

Method: We conducted two focus groups (n = 4 and n = 3) in November 2021 at a university of technology in South Africa to explore the perceptions of educators on using mobile …

Online Assessment In Large Undergraduate Courses During Covid-19 Emergency Response Teaching, Kate Maloney Williams, Alice E. Donlan

Journal of Educational Research and Practice

The transition to online instruction during the COVID-19 pandemic was unprecedented and forced many universities to quickly embrace online distance learning. This context created new challenges, particularly around assessment strategies. Empirical research has demonstrated that formative assessment fosters more active learning in online classrooms. However, formative assessment strategies are not always adapted well to online platforms based on the nature of the subject matter and the size of the class. This qualitative case study sought to understand instructors’ experiences and strategies for conducting assessment remotely, specifically for large-size undergraduate courses. The investigation relied on data from semi-structured interviews with University …

Redefining “Lgbtq+ Interculture” In Academia, Samantha Winterberg, Michelle Mccraney

Journal of Educational Research and Practice

Members of the LGBTQ+ community often face discrimination, harassment, and exclusion in academic settings, which can negatively impact their academic and personal success. Studies have shown that LGBTQ+ students are more likely to experience negative mental health conditions, drop out of school, and struggle to find employment after graduation. Cultural humility fosters diversity, equity, and inclusion, which is critical to ensuring an equitable educational experience for all students, particularly those from marginalized communities. Intercultural understanding is essential to develop cultural humility so that attitudes reflect empathy and tolerance of differences, including sexual or gender orientation variances or ambiguity. Understanding how …

The Continuing Influence Of The Covid-19 Pandemic On Tertiary Education, Gary J. Burkholder, Erwin Krauskopf

Higher Learning Research Communications

We are pleased to publish the first regular issue (Volume 13, Issue 1) of Higher Learning Research Communications (HLRC) for 2023. While the World Health Organization and the governments and health departments in most of the world have ended the COVID-19 emergency, the effects of the pandemic on operations in higher education will likely continue for some time. The United Nations Educational, Scientific and Cultural Organization (UNESCO) published a report (Abdrasheva, 2022) that globally examines the state of higher education two years after the pandemic began. The authors noted that in the area of teaching and learning, “slow adaptation to …

Teachers’ Perspectives In Higher Education On Using Educational Technology During The Covid-19 Pandemic: Observations For Ghana, India, And Serbia, Nikola Koruga, Rohit Nainwal, Angela Kyerewaa Ayisi-Addo

Higher Learning Research Communications

Objective: The purpose of this research was to understand the significant changes and challenges regarding teaching experiences during the coronavirus (COVID-19) crisis in three universities, one each in Africa, Asia, and Europe. The study provides information on how teachers adapted to online teaching under COVID-19 conditions.

Methods: We employed a descriptive phenomenology approach and used an online survey with open-ended questions to collect the data. Braun and Clarke’s six steps of thematic analysis based on the traditions of descriptive phenomenology were employed to analyze the data.

Results: The teachers’ adaptive mechanisms to the COVID-19 crisis could be described through the …

Digital Intercultural Education: A Comparative Study Of Self-Access Learning Experiences, Gareth Humphreys

Higher Learning Research Communications

Objectives: Two sets of intercultural learning resources incorporating Global Englishes learning content were developed for self-access use in the higher education context. The resources were investigated in terms of student learning experiences across two contexts in Japan: an English language major program and a nonlanguage major program. The aim was to develop an understanding of student learning experiences to inform practical implications for self-access learning in these areas.

Method: The educational resources were investigated in a qualitative content analysis of reflective writing and supporting survey data from 30 students across the two university programs to understand how (and if) they …

In Search Of Belonging Online: Achieving Equity Through Transformative Professional Development, Michelle Pacansky-Brock, Michael Smedshammer, Kimberly Vincent-Layton

Journal of Educational Research and Practice

Abstract

Online classes hold the potential to expand college access to Black, Latino/a/x, Indigenous, and other students of color who must be supported to diversify the STEM workforce. Research shows that fostering belonging is key to the academic success of students from minoritized groups. However, online classes often lack interpersonal interactions and are often left out of research about the positive impacts of belonging. This paper summarizes an equity-focused STEM grant project that produced an openly-shared online professional development program, the Humanizing Online STEM Academy. Through the Academy, STEM faculty are introduced to a model of humanized online teaching that …

The Importance Of Digital Learning And Teaching In The Era Of Covid-19, Gary J. Burkholder, Erwin Krauskopf

Higher Learning Research Communications

We are pleased to publish the second regular issue (Volume 12, Issue 2) of Higher Learning Research Communications (HLRC) for 2022. This year, we published two regular issues and a special issue, Education Technologies and COVID-19: Experiences and Lessons Learned. COVID-19 and the implications of the switch to emergency online teaching continue to capture the interest of researchers. In the present issue, some of the manuscripts focus directly on COVID-19; still others examine different aspects of digital teaching and learning. As is typical with the HLRC, articles represent the voices of academics from various parts of the globe, demonstrating …

Emergency Remote Teaching Versus Planned Remote Teaching: Narrowing The Gap With Targeted Professional Development, Bonnie J. Covelli, Sudipta Roy

Higher Learning Research Communications

Objectives: This study reviews faculty members’ comfort level with remote teaching in the Fall 2020 semester to evaluate the effectiveness of the professional development workshops.

Method: Using survey research, we examined professional development activities and subsequent comfort level and ease of adjustment with remote teaching in Fall 2020.

Results: Following the training, faculty reported high planned usage of various online teaching tools and great comfort with using them. The data reveals some differences between part-time and full-time faculty members.

Conclusions: The experience gained in the emergency semester, combined with the targeted professional development workshops offered eased the stress of planned …

Faculty And Student Online Mentoring Preferences, Lee Stadtlander, Arfe Ozcan, Latoya Johnson, Briana Nicholson, Narjis Hyder

Journal of Educational Research and Practice

Isolation of online doctoral students intensifies when they transition from coursework to the dissertation/capstone phase, limiting them to interacting with their mentors. A three-round modified Delphi study was conducted to examine mentoring preferences of online doctoral students and faculty. The first round provided qualitative data regarding the preferred mentoring practices for faculty and alumni. Round 1 qualitative data were organized into Likert questions and used in the second round, which resulted in data about frequency of mentoring practices for the same participants from Round 1. The third round provided data about importance of each preference rated by faculty and current …

Strategies For Creating Inclusive Learning Environments Through A Social Justice Lens, Beverly Araujo Dawson, Whitney Kilgore, Renee M. Rawcliffe

Journal of Educational Research and Practice

Culturally situated and cross-cultural approaches to instructional design and research have become increasingly important in higher education, particularly in online learning environments. As higher education becomes increasingly racially and ethnically diverse, learning environments must be structured and facilitated to meet the learning needs of BIPOC (Black, Indigenous, people of color) students. Based on the Community of Inquiry (CoI) and culturally inclusive pedagogy, this paper provides an overview of inclusive teaching practices and the necessity to take a holistic approach to online teaching with BIPOC students. This paper provides an overview of key instructional design elements to achieve equity-minded instructional design.

Reflections On Inclusive Teaching, Michelle Pacansky-Brock

Journal of Educational Research and Practice

The COVID-era has left a lasting impression on each of us. How are college educators applying the full complexity of these experiences to their work to make teaching and learning in all modalities more welcoming, meaningful, and fulfilling for everyone? This reflection opens a conversation about inclusive teaching and invites you to be part of it.

“I Did Not Sign Up For This”: Student Experiences Of The Rapid Shift From In-Person To Emergency Virtual Remote Learning During The Covid Pandemic, Jeff Kuntz, Viola Manokore

Higher Learning Research Communications

Abstract

Objectives: The main objective of this study was to explore students’ experiences of the emergency virtual remote teaching, which was implemented as a result of the COVID-19 pandemic.

Method: 439 students enrolled at a community college in Canada responded to a survey that had Likert-scale and open-ended questions. Anderson’s model for online learning was used as an analytic lens to gain insight on student experiences. Descriptive statistics were used to make meaning of the data. Thematic analysis was done on student responses to open-ended questions.

Results: Findings were organized according to Anderson’s six factors in online teaching, namely: (a) …

Global Issues Spanning Higher Education, Gary J. Burkholder, Erwin Krauskopf

Higher Learning Research Communications

We are pleased to publish the first regular issue (Volume 12, Issue 1) of Higher Learning Research Communications (HLRC) for 2022. While the pandemic waxes and wanes, students in many parts of the world are returning or have returned to face-to-face instruction. It will take some time to fully understand the impact of the pandemic on higher education and what lasting changes will result from it. The Special Issue, Education Technologies and COVID-19: Experiences and Lessons learned, for which we are continuing to review manuscripts, should provide some insight into this question.This letter also contains article summaries.

Relationships Among Higher Education Efl Student Perceptions Toward Fully Online Language Learning And Computer Self-Efficacy, Age, Gender, And Proficiency Level In Emergency Remote Teaching Settings, Marco Cancino, Kylie Towle

Higher Learning Research Communications

Objectives: The purpose of this study was to explore Chilean higher education English as a foreign language (EFL) students’ perceptions toward components of their fully online learning experience and their computer self-efficacy during the CoVID-19 pandemic and assess how these variables are influenced by age, gender, and language proficiency.

Method: Participants of the study were 236 undergraduate students (110 males and 126 females) who took a fully online EFL course in a professional institute in Chile. Likert-scale questionnaires were used to gather data on perceptions toward fully online language learning components (online participation, collaborative group work, instructional materials, and learning …

Quality Assurance, Meet Quality Appreciation: Using Appreciative Inquiry To Define Faculty Quality Standards, Ann M. Morgan, Rebecca L. Jobe, Juli K. Konopa, Lyda D. Downs

Higher Learning Research Communications

Objectives: This study outlines the journey of an online university to evaluate faculty performance standards, key performance indicators, and systems for quality assurance using an appreciative inquiry summit model. The study reveals the power of quality appreciation as an approach that elicits a shared vision for quality definitions and standards and serves as a historical marker in the higher education shift from data-driven faculty performance approaches to strengths-based, inclusive methods.

Method: The retrospective business case outlines one university’s 2018 Appreciative Inquiry Summit, 5D (define, discover, dream, design, destiny/deliver) approach, resulting deliverables, lessons learned, and conclusions.

Results: The summit and subsequent …

Seeking Equity, Agility, And Sustainability In The Provision Of Emergency Remote Teaching During The Covid-19 Pandemic: A Center For Teaching And Learning Takes An Expanded Role, Henry Trotter, Cheng-Wen Huang, Laura Czerniewicz

Higher Learning Research Communications

Objectives: The purpose of the study was to illuminate and assess the experiences and feelings of the staff of a center for teaching and learning at one South African university during the early months (April–June 2020) of the COVID-19 pandemic lockdowns when it switched from face-to-face teaching to emergency remote teaching (ERT). It explores the practical, operational, ethical, cultural, and emotional questions that the staff of this center dealt with as they supported the university in ERT provision.

Method: This paper draws on in-depth interviews with 23 staff members of the Centre for Innovation in Learning and Teaching (CILT) who …

Replication Or Reinvention: Educators’ Narratives On Teaching In Higher Education During The Covid-19 Pandemic, Viola Manokore, Jeff Kuntz

Higher Learning Research Communications

Objectives: The purpose of the study was to examine narratives about the effect of the sudden transition from face-to-face teaching to emergency remote teaching necessitated by the COVID-19 pandemic on post-secondary educators.

Method: We conducted interviews with 11 post-secondary educators from five post-secondary institutes in one province in Canada. Educators were asked to reflect on their experiences during the transition from in-person to remote teaching and learning.

Results: Our thematic analysis revealed that educators’ experiences were influenced by three main factors: (a) student engagement, interactions, and persistence in learning; (b) competence in the application of teacher technological pedagogical content knowledge …

Positive Leadership Theory For Online Dissertation Mentoring, Lee Stadtlander

Journal of Educational Research and Practice

A number of theoretical models have been suggested for how to mentor doctoral students. However, they tend to rely on hierarchical and authoritarian relationships between the faculty and students. Such models tend to create dependency and fear of the faculty, resulting in a reluctance in coming to the mentor for guidance. Such models do not tend to work well with online adult doctoral students with jobs and families. This paper proposes a model of positive leadership for online doctoral mentors, where mentors are accessible and create an environment where success is assumed and social support is provided by both the …

Systematic Collective E-Cheating In A Saudi Arabian Higher Education Context: A Case Study, Amel M. Shoaib, Khawla A. Zahran

Higher Learning Research Communications

Objectives: The primary purpose was to investigate organized group cheating in a Middle Eastern institution during the shift to e-learning brought on by the COVID-19 pandemic in 2019.

Method: The study explores the personal experiences of ten Saudi Arabian English as a Foreign Language program graduates in a higher education institution through in-depth interviews via qualitative interpretative phenomenological analysis. The study was guided by Ajzen’s theory of planned behavior.

Results: A novel type of misconduct coined systematic collective e-cheating was identified and discussed. In addition, insights on the causes and types of e-cheating in a Middle Eastern context were provided. …

Remote Teaching In Nepalese Higher Education During Covid-19: Teachers' Perspectives, Suman Laudari, Sojen Pradhan, Sanjay Lama

Higher Learning Research Communications

Objectives: The purpose of the study was to examine the factors that supported or inhibited teacher participation in remote teaching. Teaching and learning in Nepal was predominantly face-to-face prior to the pandemic, and the previous studies showed that the use of educational technology in higher education was limited.

Method: This exploratory case study draws on data derived from focus group discussions with teachers in higher education. Thematic analysis was employed to explore the impacts of different factors in sudden transition to remote teaching.

Findings: Findings show that personal factors such as teachers’ sense of duty and their attitude towards technology …

Examining Student Mentorship Experiences In An Online Doctoral Program, Kelly M. Torres, Lord Giddie, Aubrey Statti

Journal of Educational Research and Practice

As more students elect to complete their doctoral studies online, faculty need to identify and implement mentorship approaches that are conducive to student understanding of the dissertation process. Faculty to mentee relationships are a prominent aspect of student retention and success in doctoral programs. Due to advances in technology, dissertation chairs have access to tools that allow for real-time feedback and support. Therefore, this study examined student dissertation and faculty mentorship experiences. Participants expressed satisfaction in their doctoral studies and dissertation process. However, students shared challenges associated with balancing multiple commitments, feeling lower levels of writing self-confidence, and understanding the …

Education Licensure Candidates During The Time Of Covid-19: University Supervisors’ Reflections About The Forgotten Few, Andrea M. Wilson, Cheryl Burleigh

Journal of Educational Research and Practice

Education at K–12 through university levels has faced extraordinary upheaval in the time of COVID-19. As universities and K–12 school systems struggled independently to adapt to rapidly changing demands, teacher and administrator licensure candidates were confronted with unprecedented challenges in both worlds simultaneously. The licensure candidates were the forgotten few, stuck between higher education and K–12 education, while struggling to keep up with the demands of their personal lives and professional futures. With limited guidance from their universities and school systems, licensure candidates turned to their university field placement supervisors for direction. In response, supervisors became adaptive leaders and flexible …

Virtual Faculty Strategies For Supporting Motivation Of Online Doctoral Students, Crissie M. Jameson, Kelly Torres, Shereeza Mohammed

Journal of Educational Research and Practice

Our study focused on online faculty members and their perceptions of the strategies and activities they use to promote progress for and motivation in their online graduate students, particularly at the dissertation/doctoral study phase of the program. Results show high-achieving faculty members vary their strategies according to each students’ needs. High-achieving faculty members reach out to students often, offer encouragement throughout the process, and establish realistic goals.

An Evaluation Of Local Mentor Support In Ae E-Teacher Educational Technology Integration Online Teacher Training Course, Yasemin Yelbay Yilmaz, Seher Balbay

Journal of Educational Research and Practice

This study addressed a different approach to online language teacher training programs. The researchers investigated the pros and cons of having local mentor support for an online course titled Using Technology in the English Language Classroom provided by the AE E-Teacher Program. The course was offered to preservice teachers from 24 different universities across Turkey. The study collected data through a pre- and post-online survey and individual semistructured interviews. The results revealed that while local mentoring as a supplement to the main course content contributed to teacher candidates’ emotional and professional attachment to their profession by helping them relate theory …